Arizona state seal of Arts Proficiency
We are excited to announce that New School for the Arts & Academics has been approved to bestow the Arizona State Seal of Arts Proficiency upon students who graduate having fulfilled all state and school requirements. Read below or download the PDF below to learn more!
What is the Arizona State Seal of Arts Proficiency?
The Arizona State Seal of Arts Proficiency is the latest testament to a rich history of excellent arts education in the state. This diploma seal is administered by the Arizona Department of Education’s Office of Arts Education and is awarded to graduates who complete minimum arts pathway requirements throughout their high school career. The State Seal of Arts Proficiency, or SB1111 as sponsored by Senator Paul Boyer, had bipartisan support and was a grassroots effort from Arizona Arts Education Advocates from across the state. It was signed into law by Governor Doug Ducey on May 14th, 2019. Board rule was adopted by the State Board of Education on October 28th, 2019.
Requirements
For an Arizona student to qualify for the seal, they must complete a Seal of Arts Proficiency Pathway and successfully graduate from an Arizona district public or charter school. The pathway is designed to celebrate students who complete a rigorous, standards-based, and high-quality arts education course of study, provided to all LEAs including the most remote and rural communities.
In accordance with the NSAA Student Handbook, student’s grades will be reviewed after each grading period to ensure they are on track. Academic Probation procedures will be followed to provide additional assistance to students.
To qualify for the Arizona State Seal of Arts Proficiency, a student will complete:
Meet with the designated Art Coordinator every quarter.
All Visual Art students are required to participate in the national Portfolio Day.
All Performing Arts students must participate in at least one community production.
A final GPA of 3.0 or 4.0 in each qualifying arts/career and technical education (CTE) course.
4 minimum credit requirements in one of the following ways:
A minimum of 4 credits in one artistic discipline: (dance, music, theatre, visual arts or media arts)
3 credits in one artistic discipline, and 1 qualifying creative industries CTE credit or separate artistic discipline.
2 credits in one artistic discipline and 2 credits in a qualifying creative industries CTE class or a separate artistic discipline.
80 hours of arts related extracurricular activities (See page 5 for further information)
Complete a student capstone project.
The 5 Artistic Disciplines
The Arizona Arts Education Standards are rooted in the philosophy of process over product, and they center on the importance of cultivating artistic literacy for all students. The standards are sequentially based, and include five recognized Artistic Disciplines: Music, Dance, Media Arts, Theatre, and Visual Arts.
Regardless of artistic medium or discipline, the standards emphasize and are organized around the creative process, and as such, all standards-based art courses should be organized around the 4 Artistic Processes:
Creating
Performing/Presenting/Producing
Responding
Connecting
Students may qualify for the Arts Education Proficiency Seal by enrolling in any course aligned to the 5 recognized artistic disciplines (Music, Dance, Media Arts, Theatre, and Visual Arts) and meeting the other qualifying requirements.
The Arizona Arts Education Standards are closely connected to the National Arts Education Standards, and the guiding philosophies mirror each other:
Defining artistic literacy through a set of overarching Philosophical Foundations and Lifelong Goals that clarify long-term expectations for arts learning.
Placing Artistic Processes and Anchor Standards at the forefront of the work.
Identifying Creative Practices as the bridge for the application of the Artistic Processes across all learning.
Specifying Enduring Understandings and Essential Questions that provide conceptual through lines and articulate value and meaning within and across the arts discipline.
Providing Model Cornerstone Assessments of student learning aligned to the Artistic Processes. (National Coalition for Core Arts Standards 6)
Extra-Curricular and Community Service Activities
Students will be required to achieve a minimum requirement of 80 hours of arts-related extracurricular activities during their high school career. This requirement will be gradually rolled out over the subsequent years. These requirements set the bare minimum, LEAs with robust extracurricular arts opportunities are encouraged to set a higher minimum for achievement of the State Arts proficiency seal as deemed appropriate by the local educational agency. Report hours from this link: https://forms.gle/hijiRPfx8VemSfhM6
Students graduating in school year 2021-2022 must complete at least 60 hours engaged in arts-related extracurricular activities as identified by the LEA governing body.
Students graduating in school year 2022-2023 and beyond must complete at least 80 hours engaged in arts-related extracurricular activities as identified by the LEA governing body.
Possible Extra-Curricular and Community Service Activities:
For Music, Theatre, Dance, and Visual Arts students may participate in extracurricular activities only if they participate beyond their required curricular expectations. No hours for curricular required events may be used. Below are some possible activities and community service ideas.
Regional and All-State events
Solo & Ensemble Festival
Performing in Community Groups
Participate in production of after school shows
Participate in youth theatres
Assist in feeder programs through – theatre, private lessons, assisting or hosting activities at feeder school events
Enter in art competitions
Participation or assistance at arts related competitions or workshops
Performing at community events or special events
Working at events that benefit arts groups
Performing maintenance, clerical work or other supportive services to an arts organization including those in the school
Providing tutoring/coaching services to young artists. Please make sure that all activities/community service events are cleared by your fine arts supervisor (teacher). You will need to submit the Community Service Report and include the activity on your resume.
Extra-Curricular and Community Service Activities
Students will be required to log all Art Extra-Curricular Activity Hours using the form below. Be sure to include all activities listed in this log in your Resumes.
Student Capstone Project
A capstone project is a project-based learning opportunity for a student to showcase the culmination of their knowledge while fostering real world skills and experience. Capstone projects are often utilized in higher education to prepare students for career success. The State Arts Proficiency Seal capstone process should guide students to plan and execute a student-led artistic project of their choice. Capstone projects can also encourage students to connect to community or outside-of-school learning opportunities. The project and process should encourage learners to apply their knowledge and mastery of the Arizona Arts Education Standards in a way that interests them and furthers their individual goals. Through the student capstone project, students should demonstrate their artistic literacy through their ability to Create, Perform/Present/Produce, Connect, and Respond as an artist.
Timeline Due the first Friday of March
As a best practice, the capstone project will generally take place during the student’s final year of study allowing the student to infuse their capstone project with the culmination of their artistic learning. Student
Capstone projects, evaluation, and reflection should be completed with enough time to submit the Student Achievement Report by March 25 of the student’s graduation year.
As a best practice the capstone process will include the following elements:
Capstone Mentor Assignment or Selection
Student Capstone Project Proposal
Opportunity for students to engage in the Arizona Arts Education Standards and Create, Perform/Present/Produce, Connect, and Respond through their Artistic Voice
Periodic Progress Check-ins between Student & Capstone Mentor
Final Public Performance/Presentation/or Product
Capstone Evaluation & Assessment Methodology
Student Reflection on the Process & Product
Capstone Assessment
Examples may include one or a combination of the following: Rubrics, Checklists, Reflection Essays, Post-Mortem Conferences, or Panel Review. Listed are some examples of the types of student projects that could qualify as a student capstone project. Note: Students may choose to work individually or as a group on one project. Students may choose to focus on one artistic discipline or work interdisciplinarity.
Visual Arts
Student curated art exhibition in a gallery or coffee shop
Research into the historical context of a specific visual art medium culminating in a portfolio of original work
Public Art Project (Mural, Mosaic, Installation, etc.)
Creating original visual art lesson plans and teaching an art class at a community space or classroom
Self-publishing a book of photography & poetry
Music
Composing, annotating, and performing an original song
Writing a research paper about a composer & creating a recorded portfolio of pieces of their music
Producing a local music event in the community
Creating an original underscore for a film or performance inspired by themes of the work
Researching acoustics of spaces and experimenting recording sound in different places
Theatre
Writing and performing an original monologue or one act
Designing costumes, lighting, or set for a school or community production
Designing a workshop meant to engage people in dialogue through theatre techniques
Devising an original show with an ensemble
Directing a student one act production or producing an event
Dance
Choreographing a number for a musical or stage production
Researching a form of dance and presenting a community lecture
Creating a methodology for annotating movement
Creating an original dance film
Studying a choreographer and creating a video catalogue of signature movements
Media Arts
Creating a social media campaign that responds to a social issue
Producing and premiering an original film
Animating a short cartoon
Researching film or media publication and writing an opinion piece about media representation in that medium in a blog or other publication
Designing digital media for a theatre production, performance, or installation
NSAA Art Proficiency Seal Procedures
All students will meet quarterly with the Visual/Performing Arts Coordinator and/or the lead Visual/ Performing Art teacher. The first step for all artists is to complete the application on the Google Classroom.
Application Procedures
Submit via Google Classroom the Application for the Art Proficiency Seal.
Join the Google Classroom for the Art Proficiency Seal Classroom invite will be sent to the student.
Work with the art teachers to understand the Marketing and Branding required to be a practicing, professional artist
Visual Art Students
Portfolio Day
Register for Portfolio Day by October 23, submitted via the Google Classroom
One week prior to Portfolio Day, within each class, the students will present their portfolio and complete critiques for peers. All critiques must be saved in your student file on Google Classroom.
Your resume must be included in your portfolio, and it must be updated frequently
Capstone Project
By the last day of the 1st quarter, all seniors must meet with the Visual Arts Coordinator to discuss deadlines and plans for the Capstone Project.
Submit the first draft of your project design and goals by December 1, Final Capstone Project due the First Friday in March.
Complete the Project Report by the first Friday of March submitted via the Google Classroom and must include the following components:
Include Design Procedures
Project
Performance
Artist Statement
Extra-Curricular Activities
Use the reporting document in Google Classroom and submit every activity as they are completed.
High School Career: Meet the requirement of 60 hours for 2022 graduates and thereafter, 80 hours
Final report of activities must be submitted via the Google Classroom by the last Friday in March.
Participate in the Senior Exhibition
Create a body of artwork - this can be class artwork and artwork you have created on your own
Bring artwork to school by the first Friday in April
Write and artist statement for your artwork, and submit to the Visual Arts Coordinator through the Google Classroom by April 15
Curate your Work: Set up artwork and hang it in the gallery in a thoughtful way
Attend the opening of the Senior Exhibition and present your artwork
Participate in the Graduation Slideshow
● Submit images for the Graduation Slideshow by April 25
● If you are unable to photograph artwork, schedule an appointment with the Visual Arts Coordinator to photograph
Performing Art Students
Community Performance
Review the venues for possible shows during the school year. Complete the Google Form and list the events you plan to audition for. Due by October 1.
Complete your professional Resume
Capstone Project
By the last day of the 1st quarter, all seniors must meet with the Performing Arts Coordinator to discuss deadlines and plans for the Capstone Project.
Submit the first draft of your project design and goals by December 1, final Capstone Project due the first Friday in March.
Complete the Project Report by the first Friday of March submitted via the Google Classroom and must include the following components:
Design Procedures
Project
Performance
Artist Statement
Extra-Curricular Activities
Use the reporting document in Google Classroom and submit every activity as they are completed.
High School Career: Meet the requirement of 60 hours for 2022 graduates and thereafter, 80 hours
Final report of activities must be submitted via the Google Classroom by the first Friday in March.
Participate in the Senior Showcase and Graduation
Work with your art teachers to create an audition piece for the Senior Graduation Performance and Senior Showcase. Due by the first Friday in January.
Attend the scheduled rehearsals
Write and artist statement for your piece, and submit to the Performing Arts Coordinator through the Google Classroom by the first Friday in March
Attend the Showcase and Graduation
Artist Statement
An artist's statement is a short writing that offers insight into an artist’s body of work by describing the artist's creative process, philosophy, vision, and motivation. Its goal is to enlighten and engage. Therefore, an artist's statement should read easily, be informative, be in your voice and pique the reader’s interest. Before you begin, look at the artwork/performance you plan to write about and consider its unique physical and emotional characteristics; this can range from descriptions of the process you are using, the genre, the subject matter, the color or tonal range, an emotion, context of the subject.
What a statement includes, how long it is, and the level to which it addresses art issues can depend on how it will be used. Each use has its own needs, and it is common for artists to have different versions of their statement for different occasions.
Some of the most common content might include:
What your work is about and what motivates that:
What issues are you exploring and why?
What concepts, themes or convictions underpin your work?
How do your life experiences influence your work?
How does your personality influence your work?
How have your ideas developed?
The techniques and materials you use:
How and why did you choose them?
Do you have a particular process of working? Does that process contribute or participate in the work’s content?
Do you intend to explore other techniques or materials?
How you contextualize your work:
Where do you feel you fit into the art world?
What artists' creations share similar concerns, motives? How?
Have you appropriated or referred to the work of others?
Your goals and aspirations and to what extent you have realized them and where you hope they lead.
Final Guidelines
Your Statement must be submitted in the Google Classroom by the first Friday in March, typed, 12-point font, single spaced, Times New Roman font
Be sure to have an intro or thesis-like sentence and a conclusion sentence.
Write two paragraphs – roughly five sentences each - about your chosen artworks, based on the article and use your ten keywords as needed.
The first paragraph will introduce/outline your concept or questions within the work – think the big ideas in the work
The second paragraph will explain your working method or process and identify the connection between concept and process.
You may write an optional third paragraph if that helps as a summary paragraph – this is a very traditional style but not necessary if two paragraphs will suffice. DO NOT write more than this – be concise in your writing. More words do not mean higher quality and it will be marked down for not adequately editing.
Submit your Final Artist Statement in the Google Classroom by the first Friday in March.
Checklist
Submit the following to the Google Classroom Portal and you must meet ALL deadlines.
Program Completion Verification, include transcript
Plan and Schedule Quarterly Meetings
Plan for Portfolio Day and Community Performance Due: Sept 20-Oct 1
Join the Art Seal Google Classroom
Capstone Project – See rubric
Plan and Project Draft
Final Project
Extra-Curricular Activities; 60 hours for 2022 graduates
Artist Statement Due
Senior Events
Showcase PA
Exhibit VA
Graduation Showcase/Performance